Teachers play an important role in education and are deeply respected by people, so normal colleges have always been very popular. The state also attaches great importance to the treatment of teachers. Being a people's teacher is not only glorious, but also realistic. Among normal majors, there is such a "special" major, that is preschool education. Pre-school education majors train teachers, pre-school education administrators and teaching and research talents of other relevant institutions who have professional knowledge of pre-school education and can engage in teaching and research work in kindergartens.

Preschool education is the primary stage of basic education, so that every child can enjoy "quality" preschool education is the new goal of the new era. In order to make every child enjoy "quality" preschool education, we must first make clear what is quality preschool education. This highlights the problem of pre-school education quality evaluation.

At present, there are various misunderstandings in the evaluation of preschool education quality. It is very important to clarify the connotation of preschool education quality evaluation, get out of the misunderstanding and establish the concept of "children-oriented" preschool education quality evaluation for "letting every child enjoy' quality' preschool education".

Preschool education, as its name implies, is the care and education of preschool children. The target is generally pointed out that children are born to 6 years old. Pre-school education is mainly based on professional courses such as pre-school educational psychology, pre-school children's development evaluation, pre-school hygiene, kindergarten class management and so on. These subjects are relatively simple, and you can pass the exam by reciting them. And it is very practical, and it can also play a role in the actual work after the candidates.

Many times, once the standards are formulated, they are authoritative and reasonable, and all kinds of activities of preschool education must be carried out according to the standards. Therefore, it is "good" to reach the evaluation standard. If it fails to reach the standard, we must find the gap between reality and standard and do everything possible to make it meet the standard. In this process, standards, as a means, become the purpose of all educational activities. At the same time, it ignores the real educational purpose.